The William & Mary Educational

Review

Volume 5 Article 12
Issue 1 Volume 5, Issue 1

3-2018

The Impact of Positive Psychology on Higher Education

Noël Williams
William & Mary

Leah Horrell
William & Mary

Dawn Edmiston
William & Mary

Mackenzie Brady
City of Millbrae, California

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Recommended Citation
Williams, Noël; Horrell, Leah; Edmiston, Dawn; and Brady, Mackenzie (2018) "The Impact of Positive
Psychology on Higher Education," The William & Mary Educational Review: Vol. 5 : Iss. 1 , Article 12.
Available at: https://scholarworks.wm.edu/wmer/vol5/iss1/12

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The Impact of Positive Psychology on Higher Education

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 Impact of Positive Psychology 83

The Impact of Positive Psychology on

Higher Education
Noël Williams, Leah Horrell, and Dawn Edmiston
William & Mary
M. Mackenzie Lopes Brady
City of Millbrae, California
Abstract
Research identifies the contributions of positive psychology to higher educa-
tion success through an emphasis on strengths-based education. This paper
examines the dynamics of higher education, defines positive psychology,
discusses various approaches to student success, and evaluates the benefits
of positive psychology on student engagement and institutional effective-
ness. By applying strengths-based education within colleges and universities,
educators can exercise positive psychology to enhance students’ growth by
helping these students to thrive and flourish in their personal and profession-
al lives.

Keywords: higher education, positive psychology, strengths-based, student

success
The field of higher educa- students. The ontology, epistemolo-
tion has adopted positive psychol- gy, methodology, and axiology of the
ogy’s strengths-based approach to paradigm of positive psychology will
education that allows the individual be explained and evaluated. Finally,
student to excel through an emphasis this in-depth review of the literature
on personal strengths. This literature will analyze the benefits of a posi-
review will examine the dynamics tive-psychological approach to higher
of higher education and the impact education.
of shifting environmental factors on Higher Education Environment
student development, and positive
As early as Benjamin Frank-
psychology will then be explored
lin in the 1700s and John Dewey in
as an approach for improving the
the late 1800s, educators have sought
well-being and success of college
to focus on students’ strengths
84 The William & Mary Educational Review

(Lopez, 2006). In the early 1900s, a dramatic shift from the previous
Alfred Binet, a French psychologist, educational philosophy of encourag-
began using a model that examined a ing character development (Arum &
student’s talents and strengths rather Roska, 2011).
than focusing on the remediation As a result of this shift in
of problems (Binet & Simon, 1916). higher education, student-centered
During the 1960s, Arthur Chicker- education came to the forefront, and
ing stressed the need for educators co-curricular programming became
to focus more on students’ abilities more widely available to students
rather than their deficits (Chickering (Schreiner, 2015). Institutions began
& Reisser, 1993). Today, a strengths- to offer new educational courses
based education involves the mea- and programming in an effort to
surement of a student’s achievement attract an increasing number of
and strengths as well as the determi- students (Gardner, 2005; Thelin,
nants of positive outcomes (Lopez, 2004). Private institutions of higher
2006). education were able to offer accel-
Around the same time that erated programs or smaller class
educators were shifting towards a sizes that were more appealing than
strengths-based approach to student the offerings from larger public
development, higher education insti- institutions (Thelin, 2004). For this
tutions began shifting their structure reason, private institutions were
as well. Prior to World War II, in able to be more selective about their
the late 1930s, higher education had admissions processes, and therefore
religious undertones, emphasized garnered reputations as prestigious
moral character development, and institutions. In an effort to emulate
was viewed as accessible only for the success of private institutions,
the elite (Bok, 2006). After World public institutions sought to develop
War II ended in 1945, college enroll- similar offerings, resulting in intense
ment increased due to the G.I. Bill’s industry competition (Thelin, 2004).
provision of educational funds for Unfortunately, this dynamic, compet-
veterans. With an increasingly diverse itive environment meant that many
student population, institutions of institutions transitioned from being
higher education expanded, and fac- student-centered to profit-driven,
ulty narrowed their scope (Schreiner, and education began to be perceived
2015). In doing so, higher education as more of a commodity (Arum &
institutions started to teach skills Roksa, 2011; Schreiner, 2015; Thelin,
for specific jobs after graduation, 2004).
 Impact of Positive Psychology 85

As a result of this mar- movement, introduced positive psy-

ket-based shift in educational ideol- chology to the American Psycholog-
ogy, colleges and universities be- ical Association when he was elected
came more concerned with national president in 1998 (as cited in Froh,
rankings and reputations rather than 2004); however, the term actually
student development and success originated with Abraham Maslow
(Arum & Roksa, 2011; Thelin, in his 1954 seminal book, Motivation
2004). This emphasis on national and Personality (as cited in Seligman &
rankings led to investments in new Csikszentmihalyi, 2000). Building on
buildings instead of new programs Maslow’s research, Seligman believed
designed to heighten students’ per- that clinical psychology had become
sonal development (Arum & Roksa, consumed with the topic of men-
2011); however, a growing number tal illness and an emphasis on drug
of researchers now recommend a treatment (as cited in Froh, 2004).
return to strengths-based education He urged psychologists to take the
and student development objectives opposite approach and focus on the
(Schreiner, 2015; Thelin, 2004). scientific study of well-being, op-
Expanding current educational timism, and flourishing (Simmons,
programs is not enough, and diver- 2013). Instead of centering on prob-
sity within higher education institu- lem-focused psychology, positive
tions needs to be explored (Thelin, psychologists concentrate on indi-
2004). Returning to the fundamental viduals and organizations building
educational tenets of helping stu- gratitude and developing strengths
dents to see their positive aspects to help create a good life (Peterson,
and strengths could change the way 2013).
higher education impacts the greater Positive psychology em-
society. Through higher education, phasizes thriving as a key element in
individuals can lead richer lives and success (Schreiner, 2015). Thriving
be prepared for “civic engagement in higher education is defined as
and productive work” (Schreiner, “fully engaged intellectually, social-
2015, p. 4). The practice of positive ly, and emotionally in the college
psychology as a tool for enhancing experience” (Schreiner, 2010, p. 4).
student development in higher edu- Successfully thriving recognizes the
cation will now be examined further. importance of academics as well as
Practice of Positive Psychology the development of time manage-
Martin Seligman, the father ment, optimism, appreciation of
of the modern positive psychology differences in others, and commu-
86 The William & Mary Educational Review

nity involvement (Schreiner, 2010). zation as a whole to increase student

Research suggests that these charac- performance and success.
teristics can be taught and linked to Ontology of Positive Psychology
academic success (Schreiner, Potho-
Ontology is the study of
ven, Nelson, & McIntosh, 2009).
being, or “what is” the nature of
Thriving helps individuals to fulfill
existence and reality (Crotty, 1998,
their potential, as every individual’s
p. 10). A positive psychologist’s
potential is unique to their own abili-
research ontology views everything
ties (Marks & Wade, 2015).
through the lens of self and em-
Positive Psychology Applied to braces individuality (Waterman,
Higher Education 2013), yet a positive psychologist also
Positive psychologists con- understands the relational context
cerned with education concentrate of the individual. The research of a
on strengths-based initiatives and positive psychologist centers on the
increasing intrinsic motivation in idea that self-reflection is essential
both secondary and postsecondary for the individual while recognizing
schools (Louis & Schreiner, 2012). that self-actualization occurs when
Strengths-based education targets an individual is connected to a larger
student success rather than grades family, school, community, institu-
and graduation rates as it empowers tion, or society (Peterson, 2013).
individuals to develop fulfilling and Epistemology of Positive
productive lives (Schreiner, 2015).
Psychology
Positive psychologists see educational
programs or standardized scores that Epistemology is the nature
aim to prevent negative educational of knowledge, or “how we know
outcomes (e.g., failing or dropping what we know” (Crotty, 1998, p. 8).
out) as lacking (Marks & Wade, A positive psychologist’s epistemol-
2015). Instead, positive psychologists ogy views knowledge acquisition
in education examine “achievement, through self-examination. Analyzing
create opportunities for personal one’s historical and philosophical
fulfillment, work on brainstorming roots and ways of knowing the world
solutions when facing choice points, is critical for self-understanding for
emphasize the process of learning, both the individual and the collec-
and focus on strengths” (p. 12). A tive (Jorgensen & Nafstad, 2004). By
positive psychologist’s research with- using general principles of human
in education focuses on the strengths psychology, positive psychologists
of students, teachers, and the organi- examine individual and organization-
 Impact of Positive Psychology 87

al strengths and choices and apply design may appear less empirical,
the knowledge to greater society more political, and more biased by
(Waterman, 2013). free will than other methods, positive
Methodology of Positive psychologists have been accused of
“making naive assumptions about
Psychology
human nature and failing to address
Crotty (1998) defined meth- conceptual ambiguities” (Simmons,
odology as the plan, strategy, or 2013, p. 46). Critics often view the
process used to gather data. Positive methods of positive psychologists
psychologists use systematic, analyt- as making “grandiose claims without
ical methods to measure the human supporting evidence” (p. 50).
experience. Positive psychologists
understand objects and subjects of Axiology of Positive Psychology
research as conscious beings; there- Axiology is the study of
fore, the subjects and researchers values (Crotty, 1998). A positive
themselves are situated and formed psychologist assumes that research
by their own sense of self and cannot be value free (Jorgensen &
view of humanity, which is based Nafstad, 2004). Thus, a positive psy-
on historical situations and formed chologist attempts to remain objec-
experiences (Jorgensen & Nafstad, tive in research yet never detached.
2004). Consequently, positive psy- Instead, within this framework,
chologists often prefer qualitative a positive psychologist’s research
approaches that capture and articu- would be guided by creating a mean-
late the unique human experience. ingful experience for the participant
Qualitative methods provide self-un- and researcher. Positive psychologists
derstanding opportunities for both try in their own work to concentrate
the participant and researcher when on strengths to solve problems and
analyzing the quality and authenticity produce competent work (Peter-
of one’s life. Whether using inter- son, 2013). The motivation for their
views, paper-and-pencil or comput- research is affecting change to allow
er-based instruments, or counseling humans to thrive. Empirical studies
and coaching interactions, positive of both individuals and institutions
psychologists consider communica- focus on such topics as well-being,
tion to be the best evidence of an effective coping, creativity, positive
individual’s self-concept and broader emotions, or flourishing to expe-
societal relationships (Waterman, rience a life well lived (Schreiner,
2013). Unfortunately, because a 2015). A positive psychologist’s goal
positive psychologist’s research is producing engaging and mean-
88 The William & Mary Educational Review

ingful research experiences while nately, after controlling the variables

advocating positive relationships of academic preparation, high school
for the individual within the greater skills, and family background, this
educational organization. approach did not increase remediated
Approaches to Student Success in students’ likelihood of graduating
Higher Education (Attewell et al., 2006). Increasing ad-
mission criteria and offering remedi-
Higher education institutions
ation are both deficit-driven attempts
typically measure student success in
and offer little understanding of
terms of grades and graduation rates
what is actually causing current low
(Schreiner, 2015); however, the cur-
rates of graduation and what can be
rent graduation rate is around 43%,
done to improve it. Repeatedly telling
indicating that the majority of stu-
students about their weaknesses
dents who start college do not com-
increases the chance of self-fulfilling
plete a bachelor’s degree within six
a prophecy of defeat and contributes
years (Schreiner, 2015). As a result,
towards students dropping out of
colleges and universities often aim to
education (Marks & Wade, 2015).
increase graduation rates through ad-
mission selectivity (Schreiner, 2015). Positive psychology shifts
The premise behind this goal is the perspective away from student
relatively simple. To increase gradu- weaknesses toward recognizing
student strengths, because accenting
ation rates, institutions seek to admit
high-achieving students with edu- student weakness does nothing but
cated parents from a high-economic hinder student motivation, which is
status (Adelman, 2006); however, this an important component of stu-
approach excludes people of differ- dent success (Schreiner, 2015). A
ent ethnicities and refutes policies strengths-based approach allows for
aimed at establishing equal opportu- more than one recipe of student
nity in higher education (Schreiner, success because students acknowl-
2015). edge, concentrate, and recognize
their individual strengths and motiva-
Another approach to improv-
tions, leading them greater academic
ing graduation rates is remediating
success (Louis & Schreiner, 2012).
students, which has led institutions
The following section will analyze
of higher education to spend billions
the benefits of positive psychology
of dollars on remedial programs for
to both students and institutions of
particular classes deemed necessary
higher education.
for student success (Attewell, Lavin,
Domina, & Levey, 2006). Unfortu-
 Impact of Positive Psychology 89

Benefits of Positive Psychology in which contributes to a solid foun-

Higher Education dation for a student’s personal and
When building a case for professional success.
the use of positive psychology in The nature of positive
higher education, it is important to psychology encourages people to
understand and communicate the flourish (Seligman, 2011). Empow-
benefits of this approach. Research ering individuals to focus on their
has determined that positive psychol- strengths can instill “high levels of
ogy contributes to higher education emotional, psychological, and social
in a multitude of areas related to the well-being. They also look beyond
categories of student engagement themselves and help others find
(Noble & McGrath, 2015) and insti- meaning, purpose, and satisfaction
tutional effectiveness (Oades, Robin- in life” (Schreiner, 2015, p. 4). As
son, Green, & Spence, 2011). such, positive psychology can have a
Benefits of Positive Psychology ripple effect on students, as a student
from a Student Perspective with strong self-awareness can serve
The use of positive psychol- as a model for other students, and
ogy and a strengths-based approach positive peer relationships can be
to education has the potential to formed. A comprehensive meta-anal-
drive the transformation of students ysis (Roseth, Johnson, & Johnson,
in higher education. As previously 2008) that involved 148 studies from
mentioned, in an environment where 11 countries found that positive
43% of students who enter college peer relationships accounted for
do not complete a bachelor’s degree 33%–40% of the variance in aca-
within six years (Schreiner, 2015), demic achievement. A reciprocal link
such transformation is imperative. exists between student engagement,
Marks and Wade (2015) found that achievement, and well-being such
students lacked critical awareness of that “the more students are actively
the positive aspects of themselves, engaged and achieving in learning,
and this lack of self-awareness is the greater their sense of well-being
often the result of personal charac- and vice versa” (Noble & McGrath,
teristics, cultural norms, and societal 2015, p. 12).
expectations. Research indicates that Strengthening student en-
positive psychology serves to “im- gagement through the use of positive
prove the initiative, engagement, and psychology can have a positive im-
self-efficacy of our youth” (Buck, pact on students’ success in learning
Carr, & Robertson, 2008, p. 28), experiences outside of the classroom
90 The William & Mary Educational Review

as well. Students who completed a Positive Learning Environments

StrengthsFinder 2.0 assessment during Extensive research demon-
a business internship experience were strated that positive, respectful, and
found to benefit from the application supportive relationships between
of positive psychology and the op- students and teachers contribute
portunity to identify and contribute to a multitude of desirable student
their strengths in the workplace (Ol- outcomes, such as class attendance,
sen, 2013). Tom Rath (2007), author engagement, and resilience (Noble
of StrengthsFinder 2.0, determined & McGrath, 2015). Through positive
that employees not working within psychology, educators can encour-
their strengths zone were six times age students to identify new ways of
less likely to be engaged in their work applying their strengths, help them
environment. Lyubomirsky, King further develop their strengths, and
and Diener (2005) further support- engage in the learning process. The
ed Rath’s assertions that individuals ultimate goal of positive psychol-
with a high sense of well-being are ogy is engaged learning, “whereby
more likely to receive job interviews students meaningfully process what
and are more productive on the job. they are learning, attending to what
By determining what students do is happening in the moment, and
well through the use of tools such as actively participating in the learning
StrengthsFinder 2.0, “positive psychol- experience” (Schreiner, 2015, p. 12).
ogy suggests they can thrive, increase When students have positive learning
satisfaction, and attain authentic experiences, they often share these
happiness” (Olsen, 2013, p. 164). experiences with others, which can
Benefits of Positive result in positive word-of-mouth and
Psychology from an a greater reputation for the institu-
tion.
Institutional Perspective
The application of positive Administration and Faculty
psychology in higher education has Environments
benefits across the institution, includ- As trusted advisors to stu-
ing positive learning environments, dents, faculty and administrators are
administration and faculty environ- in unique positions to utilize positive
ments, social environments, residen- psychology practices and create “the
tial environments, and community conditions for the enhancement of
environments (Oades et al., 2011). well-being in students” (Marks &
Wade, 2015, p. 15). Through active
engagement with students, adminis-
 Impact of Positive Psychology 91

trators and faculty not only strength- notions” (p. 12).

en the student’s esteem but also the Residential Environments
student’s affinity for the institution;
Living in a campus, residential en-
therefore, institutions need to recog-
vironment is often one of the most
nize the value of such engagement
formidable learning experiences for
and invest in educating administra-
students. The practice of positive
tion and faculty about positive psy-
psychology in residential environ-
chology and rewarding their efforts
ments can foster a sense of commu-
to strengthen the student experience
nity that is built upon with collabora-
through such practices.
tion and respect. The University of
Social Environment Wollongong, New South Wales, Aus-
In addition to fostering a tralia recently launched the world’s
supportive learning environment, first “positive residence–planned and
positive psychology serves to run entirely on the science of posi-
strengthen social environments in tive psychology, designed to enhance
higher education (Marks & Wade, the students’ academic and social
2015). Many organizations, such as experiences” (Hartgerink, 2013,
student affairs and wellness centers, para. 1). At the College of William
already exist on college campuses & Mary, programs in Campus Living
that naturally support concepts re- “are designed to promote engage-
lated to positive psychology. Within ment in the residential communities
student organizations, faculty ad- as well as healthy interpersonal rela-
visors can strive to apply positive tionships among diverse residents”
psychology techniques as well. For (Ambler, Crace, & Fisler, 2015, p.
example, if a student organization 26). Ultimately, a positive residen-
is encountering difficulties recruit- tial environment not only meets the
ing members, a faculty advisor can needs of current students but also
posit constructive questions to recall serves as an attractive attribute for
previous success, such as, “When prospective students when deciding
have we been successful in engaging mem- on a college to attend.
bers in the past?” Reflecting on past Community Environments
success can “create positive momen-
Institutions of higher educa-
tum, inspiring members to begin to
tion play a major role in the commu-
brainstorm options and ideas, such
nities where they are located. Flour-
as using social media more effective-
ishing students can make a positive
ly and consistently, and then create
impact on these communities and
and implement plans based on these
the greater society, which serves to
92 The William & Mary Educational Review

strengthen town-gown relations. through student strengths-based

“For underrepresented students, this initiatives are advantages colleges and
sense of community matters even universities need to remain innova-
more to their success and well-be- tive and competitive.
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About the Authors

Noël Williams has a Bachelor of Science (B.S.) in Interdisciplinary Liberal
Studies from James Madison University and a Master of Art in Teaching
(MAT) from James Madison University. She is currently a doctoral student in
the Educational Policy, Planning and Leadership Department with a concen-
tration in Curriculum Leadership at William & Mary.

Leah Horrell has a Bachelor of Arts (B.A.) in English and Religious Studies
from the University of Virginia and a Master of Education (M.Ed.) from the
University of Virginia. She is currently a doctoral student in the Educational
Policy, Planning and Leadership Department with a concentration in Curricu-
lum Leadership at William & Mary.

Dawn Edmiston has a Master of Business Administration (MBA) from Co-

lumbia University and a Doctor of Management (DM) from the University
of Maryland. She is a Clinical Associate Professor of Marketing at William &
Mary. She is a doctoral student in the Educational Policy, Planning and Lead-
ership Department with a concentration in Higher Education Administration
at William & Mary.

M. Mackenzie Lopes Brady has a Bachelor of Arts (B.A.) in Sociology from

Salem College and a Master of Education (M.Ed.) from Georgia College &
State University. She is currently the Recreation Superintendent for the City
of Millbrae, California.